Student Perceptions of What Helps Them Learn and Develop in Higher Education.

By S. Drew. 2001

100 citations recorded by the source corpus.

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Citations in the corpus

Facilitating productive use of feedback in higher education (2013, background): “Similar results can be found in a number of studies from the United Kingdom (e.g. Drew, 2001; Hounsell et al., 2008) as well as elsewhere in the world, for example, Scott (2005) in Australia.”
Student Perceptions and Preferences for Feedback (2009, background): “Drew (2001) found that for students, feedback relating to all aspects of progress was important, not just performance in essays or exams (see also Deeprose & Armitage, 2004).”
Assessment revisited: a review of research in Assessment and Evaluation in Higher Education (2016, background): “Assessment practices have an important role in the quality of learning (Atkins 1995; Fernandes, Flores, and Lima 2012; Flores et al. 2014) and influence the ways in which students perceive learning (Brown and Knight 1994; Drew 2001).”
Role of Student–Faculty Interactions in Developing College Students’ Academic Self-Concept, Motivation, and Achievement (2010, background): “Although frequency and quality of student– faculty interaction (such as being approachable and caring) have been consistently found to be im por tant predictors of student motivation (Drew, 2001; Lamport, 1993; Shore, 2003; Teven & McCroskey, 1997; Thompson, 2001), feeling respected has not been exp”
A framework for transition: supporting 'learning to learn' in higher education (2007, background): “Journal compilation © 2007 Blackwell Publishing Ltd, 9600 Garsington Road, Oxford, OX4, 2DQ, UK and 350 Main Street, Malden, MA 02148, USA. the research literature is the lack of preparation for and understanding of the type of learning that is required (Ozga and Sukhnandan, 1998; Drew, 2001).”
Factors Contributing to the Upward Transfer of Baccalaureate Aspirants Beginning at Community Colleges (2010, background): “In this regard, initiatives that foster close and quality contact between students and various community college socialization sources such as faculty, peers, and counselors are likely to be beneficial, as such interactions help promote positive self-concept among college students (Drew, 2001; komar”